EFL Teachers’ Cognitions about Teaching Speaking Skills

The main purpose of this study was to explore EFL teachers’ cognitions about teaching speaking. To achieve the purpose, a sequential mixed-methods research strategy employed. participants were secondary and preparatory school English language teachers in Gurage Zone. A questionnaire administered 192 while an interview conducted with four teachers. In analyzing data, descriptive bivariate analyses computed for quantitative qualitative content analysis used data. findings revealed that speaking not skill enjoyed learners liked learn. considered as weakest part their learners. most teachers, learning different difficult from other skills. So far classroom activities are concerned, regarded group discussion effective. Despite all problems, self-concept optimistic, but they pessimistic students’ interest speak. It found beliefs primarily influenced by prior experiences. ranked relationship between practices fair. Teachers thought predominantly learner-related factors. Moreover, there showed statistically significant relationships gender year experience. concludes is still one disregarded areas teaching. Based on findings, further investigations training also recommended.